Learning in the Fast Lane:

Size: px
Start display at page:

Download "Learning in the Fast Lane:"

Transcription

1 NEW AGENDA SERIES Learning in the Fast Lane: Adult Learners Persistence and Success in Accelerated College Programs Raymond J. Wlodkowski, Jennifer E. Mauldin and Sandra W. Gahn The Center for the Study of Accelerated Learning, School for Professional Studies, Regis University V o l u m e 4 N u m b e r 1 A u g u s t

2 Acknowledgments This report is a consequence of the support and cooperation of numerous colleagues, administrators and students. We are especially grateful to those people who have worked closely with us to put this research into action. From the beginning, Bob Dickeson senior vice president for Higher Education Policy, Research and Evaluation at Lumina Foundation for Education encouraged this study and worked with us to refine its design. At Regis University, Bill Husson, vice president and dean of the School for Professional Studies, and Tom Kennedy, vice president of New Ventures, enthusiastically assured us that this research could be done. At the University of Missouri-Kansas City, Larry Dietz (now vice chancellor for Student Affairs and Enrollment Management at Southern Illinois University) was equally supportive. We also wish to thank Derek Price of Lumina Foundation for his patient and expert methodological guidance. Other people who contributed to this study are Patricia Long, vice chancellor for Student Affairs and Enrollment Management at the University of Missouri-Kansas City; John Nies, associate vice president at USA Group-Noel-Levitz; Clark Newman, director of academic grants at Regis University; and Jerry Davis, vice president for Research at Lumina Foundation. We also wish to thank Eileen Hoefler for her fine management of the entire survey process. Finally, we wish to thank the many students who have informed this work.

3 Table of contents Executive summary 1 Introduction 4 Part 1: Historical analysis 10 Part 2: Current analysis 15 Findings 17 Conclusions 21 References 24 Appendix 27

4

5 Executive summary The National Center for Education Statistics reports that 41 percent of students enrolled in degree-granting higher education institutions in Fall 1998 were adult learners (Digest of Education Statistics 2000, Table 175). These 6 million students (age 25 and older) need a college education to support and develop their careers and to acquire new skills and knowledge in a global society where they are likely to have longer and more productive life spans. Some nontraditional universities such as the University of Phoenix and the American Open University have emerged to serve adults. Also, more than 190 traditional institutions have developed flexible programs with accelerated formats, evening and weekend courses, and distance or on-line options specifically to serve the working adult student. A prominent feature of nontraditional colleges serving adult students is the availability of intensive, or accelerated, courses that are presented in less time than the traditional course 20 hours of class time spent during five weeks, rather than 40 hours over 16 weeks. Many adult students appreciate the efficiency and effectiveness of accelerated programs, and projections indicate that approximately 20 percent of all adult college students will be enrolled in accelerated programs within 10 years. If this projection is accurate, it is likely that the number of institutions catering to this market will increase as well. Research indicates that the quality of learning and the attitudes of students in accelerated programs are similar or superior to those in traditional programs (Scott and Conrad, 1992; Wlodkowski and Westover, 1999). But little is known about how adults persist or succeed in accelerated programs or how their progress compares with that of adults in more traditional programs. In general, only 30 percent to 55 percent of the students who enroll in college graduate within five years, but specific rates for adult students, whether in accelerated More than 190 traditional institutions have developed flexible programs with accelerated formats. or traditional programs, are unknown. More research is needed in this area to inform social and academic policy to support and manage the programs in this expanding sector. In Fall 1999 Regis University and the University of Missouri at Kansas City (UMKC) began a 1

6 two-year collaborative study to identify the factors that influence adult learners continuing involvement in coursework or graduation (persistence) and grade point average (success). Regis University is a private Catholic university with an enrollment of 13,500 students located in Denver, Colorado. Its School for Professional Studies has approximately 10,000 adult students enrolled in accelerated programs. UMKC is a public university with an enrollment of 11,000 students that includes a large adult population enrolled primarily in traditional programs. Three research questions guided this study: 1. Are there characteristics or attributes such as demographics, prior experience or motivation that distinguish the adults who remain in college and complete their degrees from those who do not? 2. How do adult students characteristics and attributes affect their academic success? 3. Is there a significant difference between the characteristics and attributes of adult students who persist and succeed in accelerated programs and those who persist and succeed in traditional programs? Adult learners benefit from having significant prior college experience before enrolling in fouryear colleges. Researchers conducted a historical analysis that tracked enrollment patterns for the Fall 1993 entering cohort at each institution and a current analysis that began documenting the progress of students who entered in Fall These analyses are described below. Historical analysis: Researchers assembled the records for 459 adult students who entered Regis University and 370 adult students who entered UMKC in Fall 1993 and tracked their progress until Fall The records included information about age, gender, ethnicity and transfer credits. These factors were correlated with the dependent variables of firstterm dropout, degree completion and grade point average. In addition, we analyzed logistic and multiple regression estimates to determine the relative effects of demographic and other variables on degree attainment, first-term dropout and grade point average. Current analysis: This study included 321 adult students from Regis University and 253 adult students from UMKC. During the Fall 1999 semester, students at both schools were surveyed using the Adult Learning Survey (see Page 29) to determine their a) demographic characteristics, b) transfer credits, c) personal and classroom motivation, d) stress and responsibilities, e) relationships to faculty and peers and f) financial aid. These independent variables were analyzed in terms of their relationship to the dependent variable of within-year persistence in Spring Results: The most important finding of this study is that adult learners benefit from having significant prior college experience before enrolling in four-year colleges. Having more transfer credits was associated with degree completion in the historical analyses at both Regis University and UMKC. As expected, adult learners with higher grades were more likely to persist and succeed at both institutions. An important demographic difference between the traditional and accelerated-format institutions relates to women adult learners. Women are twice as likely as men to graduate within six years at Regis University, but are two times more likely than men to drop out after one term at UMKC. Among the Fall 1999 cohort at UMKC, women are also less likely than men to persist to the spring semester. The results from the current analyses also confirm the importance of financial aid to student persistence. At Regis, adult learners who received financial aid were 2.9 times more likely than non- 2

7 financial aid recipients to persist to the spring semester. This effect was even stronger at UMKC: Adult learners who received financial aid were over four times more likely to persist. Finally, the motivational variable of social integration was associated with adult student persistence and success in the traditional program only. For the Fall 1999 cohort, adult students in the traditional format who felt integrated with other students were 8 percent more likely to persist than were students who did not feel integrated. In addition, several motivational variables were associated with higher grades at UMKC: self-regulation, self-efficacy, intrinsic goal orientation, faculty interaction, and attitude and meaning. This finding is important because higher grades are strongly related to persistence and degree completion for UMKC adult learners in both cohorts. One explanation for this effect may be that personal confidence is more central to learning in a traditional format due to the length of the course, which makes outcomes and grades more distant. The findings in this study are important and informative but far from conclusive. They do tell us that previous learning experience at the postsecondary level is beneficial for adults who enter four-year colleges whether they are in accelerated or traditional programs a finding that is highly consistent with conventional wisdom. We also know that the typical student who persists and succeeds in either an accelerated program or a traditional program benefits from financial aid programs and higher grades. While the motivational variables identified are not significant for the accelerated program, they are associated with student success in traditional programs as measured by grade point average. This finding raises questions about how contextual effects, such as social and instructional variables, interact with personal motivation to influence student persistence and success. Such effects have been documented in the literature about traditional-age students (Pintrich, Smith, Garcia and McKeachie, 1993) and adult students (Wlodkowski 1999). We are conducting exit interviews of students who have left these programs to give us a deeper understanding of the factors related to adult persistence and success. We hope these interviews point to concrete steps that institutions can take to increase the persistence and success of adult learners. 3

8 Introduction Demand for lifelong learning programs in higher education has increased dramatically in recent years, particularly those tailored for working adults. Adults (individuals 25 years of age and older) now make up 41 percent of higher education Little research has been conducted to investigate which individual and instructional factors may influence adult learners persistence and success. enrollment. A variety of forces propel today s adults to become lifelong learners: the need for career change and development, acquisition of new skills and knowledge in a rapidly changing world, and longer and increasingly productive life spans. Institutions of higher education throughout the world have improved access to education for adults by developing flexible programs that often include accelerated formats, evening and weekend coursework, and distance education options (Brody, 1998). In spite of the dramatic growth of adult participation in accelerated programs (where courses may last only five weeks and include as few as 20 contact hours), little research has been done on their effectiveness. Little is known, in particular, about how adult learners persist and succeed in accelerated programs or how their progress compares with that of adults in more traditional programs. Research has been done about the relationship between adult students demographic characteristics and their entry into higher education (Cross, 1981). For example, researchers find a consistent relationship between socioeconomic status and adult participation rates in college. However, not much is known about how demographic factors influence adult persistence and success in higher education. In addition, little research has been conducted to investigate which individual and instructional factors may influence adult learners persistence and success. For example, when comparing adult students with traditional college students (18-22 years old), conventional wisdom frequently cites the adult students superior motivation as a factor in their academic success. However, finding empirical data that actually measures the motivation in adult students (Murray, 1996), let alone the relationship between that motivation and grades or graduation rates, is rare. In general, there is a great deal of research about the persistence and success 4

9 Figure 1: Attributes and experiences influencing adult student persistence and success in college More stable attributes and experiences of adults Individual characteristics Academic background and capacity Less stable attributes and experiences of adults Experience within the college program Self-regulation skills and motivation Perceived stress and responsibilities Influence Influence Adult student persistence and success in college of traditional-age students, but few studies focus on adult students. There is a body of research to demonstrate that the learning and attitudes of adult students in accelerated program formats are similar to, and sometimes superior to, those of students in traditional programs (Scott and Conrad, 1992; Wlodkowski and Westover, 1999). Yet the underlying factors that contribute to that success are largely uninvestigated. Differentiating adults attributes and experience in terms of stability may be helpful (see Figure 1). Stability refers to the degree to which a factor is fixed (stable) or variable (unstable) across situations and over time. Such a lens tells us more about what might be changed in order to support adults in their pursuit of a college education. From this viewpoint, the (a) individual characteristics and (b) academic background and capacity are most stable, that is, least likely to be influenced by external factors. On the other hand, (c) selfregulation skills and motivation, (d) experience within college programs, and (e) perceived stress and responsibilities are less stable, that is, more likely to be responsive to college programs, policies and instruction as they affect adult persistence and success in college programs. Research questions This report reviews an extensive study to identify the individual factors that affect adult learners success and persistence in college programs. Persistence is defined as continuing involvement in coursework or graduation, and success is defined in terms of grade point average. There are two parts to this study. Part 1 is a historical analysis (using past records of students to analyze patterns of persistence and success), and 5

10 Part 2 is a current analysis (surveying current students to understand factors and experiences contributing to their persistence and success). In Part 1, the questions that frame the historical analysis are: Can adult students be differentiated in terms of their likelihood to persist in college on the basis of their (a) demographic characteristics and (b) academic background and capacity? How do adult students demographic characteristics and academic background and capacity relate to their levels of academic success and achievement? What are the demographic characteristics and academic background and capacity of adult students who persist and succeed in traditional programs and those who persist and succeed in accelerated programs? In Part 2, the questions that frame the current analysis are: Can adult students be differentiated in terms of their likelihood to persist in college on the basis of their (a) demographic characteristics, (b) academic background and capacity, (c) self-regulation skills and motivation, (d) experience within the college programs and (e) perceived stress and responsibilities? In other words, can we develop a profile of persisting vs. non-persisting students based on these characteristics? How do adult students individual characteristics and experiences (as summarized in items a through e above) influence their academic success and achievement? What are the profiles of the adult students (as summarized in items a through e above) who persist and succeed in accelerated programs and those who persist and succeed in traditional programs? In the sections that follow, we review existing literature about five variables said to have a significant influence on adult persistence and success in college. These are: (1) individual characteristics, (2) academic background and capacity, (3) self-regulation skills and motivation, (4) experience within college programs and (5) perceived stress and responsibilities. These factors have been studied with regard to traditional-age students, not as they relate to the adult student. We then present the research and findings for the historical analysis and current analysis we have conducted. Drawing on both of these studies and existing literature, we end the report with our conclusions and suggestions for further research. Previous research Relatively few studies have directly investigated the persistence and success of adult students. The studies that do exist often center on participation adults entry into higher education; how these adult students perform has been the focus of limited study, most of it within the past 20 years. Rather than investigating adult students in only a traditional college setting, the research reviewed in this report explores the persistence and success of adult learners in both a traditional program (University of Missouri at Kansas City) and an accelerated one (Regis University). Adult learners demographic characteristics Are existing demographic findings and conceptual models for traditional-age college student persistence and success applicable to older students? The literature suggests that low-income and underrepresented racial and ethnic students are at risk in traditional college settings (Astin, 6

11 1993; Allen, 1992; American Council on Education, 1993). African-American, Hispanic and Native American college participation rates and degree attainment are disproportionately lower than those of European-American students (Wilds, 2000). African-Americans and Hispanics continue to significantly trail European-Americans in the percentage of young adults with a bachelor s degree or higher. The National Center for Education Statistics reports that 35 percent of European-Americans ages 25 to 29 had a bachelor s degree in 1997, compared with 16 percent of African-Americans and 18 percent of Hispanics (Condition of Education 2000). Adult students are more likely to be married, and they tend to resemble the at risk population of traditional students. They are more likely to come from families of lower socioeconomic status and lower parental educational attainment than do traditional-age students (Bean and Metzner, 1985). However, in the limited research that does exist, Tweedell (2000) found that adult African-American and Hispanic students persisted as well as adult European American students in an accelerated program. In addition, in a national study of college achievement, Osterlind (1997) found higher achievement in English among students 25 years and older when compared with students between 18 and 24 years of age. The difference was even more pronounced for collegians over the age of 35, who scored highest of all. Each older category achieved progressively more gains. Thus, there is initial evidence that lower income and ethnic/racial marginalization may not be associated with lower persistence and success for older college students. In addition, there is little research about gender differences. Since Cross published her research on adult students in 1989, the proportion of women participating in adult education has increased. Recent analyses suggest that women and men often differ in their goals and motivation for pursuing higher education (Steward, Gimenez, & Jackson, 1995). The demographic profile of adult students described above suggests a need for research that considers adult students motivation and investigates their persistence and academic success in terms of age, gender and socioeconomic status. Currently, this research does not exist (Jackson, 1998). Academic background and capacity It is logical to assume that students who begin their program of study with superior communication skills, academic preparation and capacity for learning will perform better and be more likely to complete their studies than those with limited skills, experience and capacity. Numerous studies using various measurements and methods have yielded strikingly similar results: Initial college grade point average (GPA) can be predicted with modest accuracy from admissions information (Astin, 1993). The two most powerful predictors are the student s high school GPA and scores on the college admissions tests with grades carrying more weight than standardized test results. Yet most accelerated college Lower income and ethnic/racial marginalization may not be associated with lower persistence and success for older college students. programs for adults require very little beyond a high school diploma, work experience (about three years on average), and a writing test. As a result, high school grades and standardized scores are often unavailable. Conventional wisdom among advisers for accelerated programs is that those adults who have had significant prior college experience (about 30 semester hours, usually at the community college level) and who exhibit competent writing skills will be more likely to succeed than those students who do not (C. Wolfe, personal communication, November 2000). Since writing skills do positively correlate with college GPA (Astin, 1993), there is 7

12 some indirect evidence to support the logic of the advisers. In addition to demonstrating success with college-level work, prior college experience may provide some degree of confidence, strategy and familiarity with accelerated college learning, contributing to successful persistence and degree attainment. Self-regulation skills and motivation Studies indicate that personal motivation and self-regulation skills can mediate the individual differences in capacity and background that students bring to a college program (Pintrich, Smith, Garcia and McKeachie, 1993). These attributes also have been shown to be significant in supporting successful achievement among diverse college students (Garcia, 1993; Sedlacek and Webster, 1978). Selfregulation skills involve three general aspects of academic learning: First, self-regulation of behavior involves the active control of the resources students have available time, study environment and the help of peers and faculty. Second, self-regulation of motivation and affect involves controlling and changing motivational beliefs such as efficacy and goal orientation, so emotions and anxiety are controlled in ways that improve learning. Third and finally, self-regulation of cognition involves controlling various cognitive strategies for learning, such as estimating the steps necessary to learn a new skill. In the few instances where research has been conducted to investigate how adults can learn to use self-regulation skills, the results have been positive (Trawick and Corno, 1995). In addition, students often learn self-regulation skills by watching others as well as through trial and error (Pintrich, 1995). It is quite possible that many There has been no systematic research on self-motivation and self-regulation for adult learners. adult learners possess effective self-regulation skills as a result of maturity and/or work experience. Teachers who have taught both traditional-age students (18-22 years old) and adult students (25 years and older) frequently report that the adult students are more motivated (Wlodkowski and Westover, 1999). In fact, a long-standing assumption in adult learning theory is that adults are more self-directed and self-motivated than are younger students (Knowles, 1980). However, there has been no systematic research on self-motivation and self-regulation for adult learners. Experience within college programs Although experience and involvement within college programs is less an internal characteristic than it is an evolving perception, it is so widely documented as a major force shaping student persistence that it must be included in any study that purports to investigate this phenomenon. The more academically and socially involved students are that is, the more they interact and feel connected with other students and faculty the more likely they are to persist (New England Adult Research Network, 1999; Tinto, 1998). Also, the more they view themselves as valued members who are integrated into the institution, the more likely they are to persist in their studies (Rendon, 1994). Naretto (1995) refers to these variables as the internal community that is part of college life: faculty, staff and students. Supportive involvement with them is crucial to the persistence of both traditional-age and older college students. At school, Tinto believes academic integration may be the more important form of involvement (Tinto, 1998). This dynamic was most evident when researchers compared the experiences of students in a small, residential four-year college with those of students attending an urban two-year college. For students at the two-year institution, the classrooms and the laboratories are the primary places to meet peers and interact with the faculty. For them, academic involvement is a more 8

13 dominant mode of interaction with fellow students and faculty than is true in residential settings, where social involvement is more likely to take place. In this respect, most accelerated adult education programs are more likely to mirror the academic and social experience of students at the two-year college. Because of work and family responsibilities, the adults are less likely to spend time on campus other than to attend classes and use the library. Most of their time is spent in academic pursuits. As a result, their perception of academic integration may be more important to their persistence than is social integration. In addition, because most accelerated college programs for adults are organized into large blocks of learning time (weekend classes and four-hour periods are commonplace), there is far more use of active and collaborative learning processes than may be true in more traditional programs (Scott and Conrad, 1992). These shared and collaborative learning experiences create connection among students and are likely to validate their perceptions (Wlodkowski and Ginsberg, 1995) and increase their feelings of academic and social involvement. Such connected learning is more likely to contribute to their persistence. The extent to which this phenomenon occurs should be investigated as part of a comprehensive study of factors contributing to adult learners persistence and success in accelerated college programs. emerged that attempt to alleviate conflict between responsibilities at home, work and school. These adult friendly programs feature flexible scheduling, independent or distance-learning options, low residency requirements and accelerated formats to invite and sustain adult participation in college. These programs may more closely align with the tendency identified by Hanniford and Sagaria (1994): that once working adults have made the commitment to return to college, they have the motivation to make the adjustments required for success. Perceived stress and responsibilities Most examinations of adult learner participation and persistence note the significance of contextual factors such as family, work and other life responsibilities that adult learners bring to their educational experience (Cross, 1981; Deshler, 1996; Kerka, 1995). Adult burnout and stress are well-documented phenomena (Schaie and Willis, 1996). Working full-time, having children, and (for women) being married when entering college all have been correlated with attrition (Astin, 1975). However, in recent years, many programs have 9

14 Part 1 Adult learner persistence and success in accelerated and conventional college settings: A historical analysis The overarching research issue for this study was to identify the individual factors associated with adult learners success and persistence in accelerated and conventional college programs. A historical analysis provides a view of persistence and success that has the benefits of a longitudinal study that permits observations over an extended period. We can see how demographic variables relate to the continuing enrollment, grade point average and degree completion at the University of Missouri at Kansas City (UMKC) and Regis University over a period of six years. This study also allows us to understand and compare how adult students perform in two different learning formats, conventional (traditional) and accelerated. Study design Two cohorts of adult undergraduate degreeseeking students (459 students from Regis University and 370 students from UMKC, were tracked from Fall 1993 until Fall In this study all students enrolled at Regis University are in accelerated courses (5 weeks, 20 contact hours) and all students enrolled at UMKC are in traditional courses (16 weeks, 40 contact hours). For both universities, analysts examined the relationship between students demographic characteristics and academic background and capacity and their persistence and success. The specific research questions were: What are the demographic characteristics of adult students who persist and succeed in traditional programs at UMKC and those who persist and succeed in accelerated programs at Regis University? What is the academic background and capacity of adult students who persist and succeed in traditional programs at UMKC and those who persist and succeed in accelerated programs at Regis University? Independent variables included demographics (gender, age and ethnicity) and background/ capacity variables (type of prior institution, 10

15 number of prior institutions and transfer credits). These data were analyzed, compared and correlated with dependent variables: first-term dropout, degree completion and grade point average (GPA). In the analysis, GPA was used both as an independent variable reflecting capacity and as a dependent outcome variable. GPA reflects capacity because it correlates with degree completion (Astin, 1993) and because a student s decision to remain in college would naturally be directly influenced by his or her academic performance. GPA is a dependent outcome variable because, as an indicator of academic achievement, it relates to a student s academic skills such as reading and writing. These skills may have been limited or expanded by the opportunities socially bound to race, gender and class in American society. (See Table 1 in the appendix for sample demographics.) Samples Descriptive statistics for the Regis and UMKC populations are presented below. Inferential statistics are used to determine whether the differences observed are statistically significant. West, in Denver; UMKC is located in Kansas City, Missouri, a Midwestern region. In the past five years, the Denver area has added an average of 40,000 new residents annually. This increase is largely fueled by the rapidly growing technology industry in the area. The population in Kansas City has generally remained stable during the last five years. Population comparisons Adult student population comparisons for the past seven years show that Regis has a larger proportion of females, 60.6 percent, compared with 53.2 percent at UMKC. Also, the adult students at UMKC are younger than the adult students at Regis (see Figure 2). Not only are the students at Regis an average of nearly four years older, 53 percent of them are between the ages of 35 and 49. Only 26 percent of the students at UMKC are in this age range. Due to this difference, students at Regis likely have considerably more work experience. The ethnic mix at the two schools differs as well (see Figure 3 on the next page). Institutional differences Context is a very important consideration when comparing student populations. An important difference between Regis and UMKC is that Regis (enrollment 13,500) is a private Catholic university while UMKC (enrollment 11,000) is a public institution. One of the fastestgrowing components of faith-based colleges is their adult education programs (Mission Formation and Diversity Project, 1999). Approximately two-thirds of these institutions have created one or more bachelor s degree programs for adult students. Of these, 60 percent have started in the past 10 years. There also are significant regional differences between the two schools. Regis is located in the Figure 2: Population comparisons UMKC students are younger 70% 71% UMKC Regis 53% UMKC average age = % Regis average age = % 26% 3% 5% plus 11

16 Figure 3: Population comparisons Ethnic mix differs Approximately 70% of the students at both institutions are white. The distribution of other groups is displayed below. 8% 8% 4% African-American 4% 4% 8% Hispanic Approximately 70 percent of the students at both institutions are white. However, while 8 percent of the students at UMKC are African- American and 4 percent are Hispanic, the exact reverse is true at Regis. The amount of transfer credits accepted toward a degree also differs between the two institutions. Regis tends to accept more transfer credits than does UMKC. At UMKC, 37 percent of the students who enroll have no credits. At Regis, this proportion is only 4 percent. On the other hand, only about 40 percent of the UMKC students have between 31 and 99 transfer credits; about 68 percent of the Regis students have this much. The amount of prior credit is important for two reasons. First, it determines how close a student is to graduating when he or she enters the institution. If a student is close to reaching a degree, she may be more likely to complete. Second, the amount of credit indicates some level of prior success with college-level work. In the absence of prior grade point average and standardized tests, we can only approximate prior success. Finally, the students at the two institutions differ in the types of institutions they attended before enrolling at the universities (see Figure 4). 4% 0% International 3% Asian.7% 0%.2% American Indian At UMKC, 13 percent of the students have no prior college experience, while only 2 percent of the students at Regis fall into this category. Also, 55 percent of the students at Regis have attended both a two-year and a four-year college compared with only 37 percent of the students at UMKC. These differences indicate that Regis students may be more familiar with the college environment and may be more comfortable learning in a college setting. The final difference between the two institutions is in their admissions requirements. Regis has an open-enrollment system requiring the equivalent of a high school diploma and three years work experience. UMKC is more selective, requiring either a minimum ACT score of 24 or a minimum SAT score of 1100 (combined verbal and math) or a minimum high school rank in the 47th percentile. These differences in admissions standards probably lead to differences in the background and capacity of the student populations. Analysis UMKC Regis In general, a higher percentage of students graduate from Regis and graduate sooner than students from UMKC. After three years, 26 percent of students had graduated from Regis, while 18 percent had graduated from UMKC. Since Regis is an accelerated program, this outcome is expected. After six years, the difference in graduation figures had decreased and was no longer significant. By Fall 1999 about 37 percent of the students 12

17 had graduated from Regis, while 32 percent had graduated from UMKC. Nationally, the six-year graduation rate is 38 percent for large urban state colleges and universities (American Association of State Colleges and Universities, 1995). In addition, at both schools, 4 percent of the students originally enrolled in Fall 1993 were still enrolled in Fall Thus, about 60 percent of the students at Regis and 64 percent at UMKC had dropped out without getting a degree. Degree completion is summarized below: higher than the GPA (2.99) for students graduating from UMKC. While the GPA for 36 percent of students from UMKC is between 3.5 and 4.0, the average is between 3.5 and 4.0 for 67 percent of the students from Regis. The grade point difference between these two schools is statistically significant (p <.001). Institution Graduated in Graduated in Enrolled Dropped Out Number of 3 Years 6 Years Fall 1999 Students Regis 25.70% 37.47% 3.70% 59.82% 459 UMKC 17.57% 32.16% 4.04% 63.78% 370 Although the proportion of students who ultimately drop out of both institutions is not significantly different, students at UMKC tend to make the decision to drop out somewhat earlier. About 12 percent of the Regis students dropped out at the end of the first term and did not return for the duration of the study, compared with 23 percent of UMKC students. At the end of one academic year, the permanent dropout rates increased to 16 percent and 25 percent, respectively. While these attrition rates are better than the 32 percent rate reported by the American Association of State Colleges and Universities (1995) or the % percent reported by the American College Testing Service for open-enrollment institutions (Feemster, 1999), 25% 25% intervention to increase retention during this early 15% critical phase would likely have improved graduation rates at both institutions. The grade point average Two-year (3.46) for students at Regis is Correlation of independent and outcome variables As might be expected, examination of student records from Fall 1993 to Fall 1999 pointed to correlations between certain demographic characteristics and various outcome variables. Determining the extent or nature of these relationships when accounting for the interrela- Figure 4: Population comparisons Types of prior institutions differ 35% Four-year 27% 37% 55% Both types 13% 2% No prior UMKC Regis 13

18 tionships between variables is important because history suggests that many of these variables capture similar influences. For example, the influence of such characteristics as attending a two-year or four-year institution before enrolling at Regis or UMKC is likely reflected in transfer credits. Consequently, we used Pearson correlations to examine the relationship between outcome variables and demographic characteristics and background/capacity variables. The results are summarized in Table 2 in the appendix. Regression on outcome variables Based on the correlation results, logistic regression was performed on degree completion and first-term dropout for each institution (see Table 5 in the appendix). The independent variables included the number of transfer credits, the type of prior institution (two-year only, vocational), number of prior institutions, final grade point average, gender, ethnicity and age. The dependent variable degree completion is coded as a dichotomous variable and defined as graduating within six years from the institution where originally enrolled in The outcome variable first-term dropout is coded as a dichotomous variable and defined as not enrolling for the second term at the same institution and not returning for the duration of the study. The results for Regis show that female adult learners are 2.3 times more likely than men to graduate within six years. The number of institutions previously attended, the amount of transfer credits, and higher grade point averages also increased the likelihood of graduation for students in the accelerated program at Regis. Adult learners in the traditional program at UMKC who attended two-year institutions previously were almost twice as likely to graduate within six years. The next set of logistic regressions examined first-term dropout. Using the same set of independent variables, we found that older students at Regis were more likely to drop out after one term, and that students with higher grades were less likely to drop out. At UMKC, women adult learners and students with no prior college experience were more likely to drop out after one term. To determine the degree to which the models previously developed for degree completion worked when controlling for first-term dropout, we ran regressions for degree completion for each institution, adding first-term dropout to the independent variable list. The results did not change for the Regis cohort. In contrast, when we added first-term dropout to the UMKC model, grade point average and previous two-year institutional experience lost significance. Although the number of transfer credits remained significant, its explanatory value was negligible. These results suggest that the factors influencing degree completion at UMKC occur in the first term and affect early attrition. On the other hand, at Regis, the factors that influence graduation rates held even after controlling for first-term dropout, suggesting that these factors are present throughout the academic experience. This difference is consistent with the attrition patterns at the two institutions. First-term attrition at UMKC is almost double the rate at Regis 23 percent compared with 12 percent but graduation rates and longterm persistence are about the same after six years. Thus, Regis eventually loses about the same proportion of students as UMKC; it just happens over a longer period of time. The last set of analyses used least-squares multiple regression to examine the effects of these characteristics on grade point averages (see Table 7 in the appendix). The outcome variable in this analysis is the final cumulative GPA for the last term the student was enrolled at the institution. Neither model explained much of the variation in grade point averages (6 percent for Regis and 8 percent for UMKC); however, the results do indicate that ethnicity (being a minority student) negatively affects GPA. This finding is important because higher grades positively influence degree completion. 14

19 Part 2 Adult learner persistence and success in accelerated and conventional college settings: A current analysis In order to provide a current and more comprehensive identification of factors that relate to adult learners persistence and success in accelerated and conventional college programs, a survey was mailed to adult students who enrolled for the first time at both schools during the Fall 1999 semester. The total number of students was from Regis and 442 from UMKC. Study design The Adult Learning Survey (Wlodkowski, Mauldin and Gahn, 1999) was used to determine the (a) demographic characteristics, (b) academic background and capacity, (c) self-regulation skills, motivation and perceived motivational conditions, (d) perceived stress and responsibilities, (e) internal community support and (f) financial aid and tuition reimbursement resources for students enrolled at both institutions Fall (Please see Pages for more details and a copy of the survey.) Three hundred twenty-eight (61.0 percent) students from Regis returned surveys, and 260 (58.8 percent) from UMKC returned them. Because of completion errors, seven surveys from each school were discarded, resulting in sample sizes of 321 for Regis and 253 for UMKC. The survey provided data to address several research questions: What are the demographic characteristics of adult students who persist and succeed in traditional programs at UMKC and those who persist and succeed in accelerated programs at Regis University? What is the academic background and capacity of adult students who persist and succeed in traditional programs at UMKC and those who persist and succeed in accelerated programs at Regis University? What are the motivational characteristics of adult students who persist and succeed in traditional programs at UMKC and those who persist and succeed in accelerated programs at Regis University? What are the influences of tuition aid for adult students who persist and succeed in 15

20 traditional programs at UMKC and those who persist and succeed in accelerated programs at Regis University? The independent variables used in the analysis can be grouped into four categories. The first set, demographic variables, included gender, ethnicity, age, marital status, household income, children in the home, single-parent status and parent s education. The second set, background/ capacity variables, included the number of transfer credits, grade point average and employment status. (Because type and number of prior institutions could be largely accounted for by the amount of transfer credits, these two variables were not included in the current analysis.) The third set, tuition aid variables, included information about financial aid, scholarships, veterans benefits and/or employer tuition reimbursement. The fourth set, motivation variables, stemmed from responses to the Adult Learning Survey and included measures of self-regulation skills, personal motivation, perceived motivational conditions, perceived stress and internal community support. These independent variables were analyzed in terms of their relationship to the dependent variable: within-year persistence to the Spring 2000 semester. With the addition of this current study to the historical analysis, we can map our understanding of how adults participate in and respond to traditional and accelerated formats. We can see how both external and internal factors influence adult students success and persistence in college in general and in each of these formats in particular. This work contributes to policy and theory development by focusing on adult student progress beyond the initial decision to enroll. 16

21 Findings Population comparisons The two schools showed no significant difference in terms of students gender and age. The average age for the entering cohort at Regis is 34.2 years; for UMKC it is 34.6 years. Also, both Regis and UMKC have more students who are women, 63.6 percent and 61.7 percent, respectively. The average age and proportion of women remain roughly consistent from Fall 1999 to Fall 2000, suggesting that persistence is not related to age or gender at these institutions. (Please refer to Table 3 in the appendix for comparisons of these and other demographic characteristics.) In general, students at Regis have proportionately higher annual household incomes than do students at UMKC. Approximately 48.0 percent of UMKC students have incomes less than $26,000 compared with % 10% 23% percent at Regis. Figure 5 below provides additional detail about this distribution. The ethnic mix also differs at the two schools. Approximately 66 percent of the students at both institutions are white; Asian and Pacific Islander students make up 3 percent of the population at Regis and 5 percent at UMKC. However, the proportions of African-American and Hispanic students at the two schools are nearly reversed. African-Americans make up 9 percent of the Figure 5: Population comparisons Incomes differ 48% of UMKC students have family incomes of less than $26,000 compared to 17% of Regis students 4% 25% 13% Less than 15 K K 19% 25% K 19% 27% K 7% 15% K 1% 3% K 5% 7% 100 K+ UMKC Regis 17

22 population at UMKC compared with 3 percent at Regis. Hispanic students represent 4 percent of the population at UMKC and 8 percent at Regis. These proportions are relatively consistent from Fall 1999 to Fall 2000, suggesting that ethnicity is not a major factor in retention. However, caution should be used in interpreting results because nearly 20 percent of the students who returned surveys from Regis and 10 percent of those at UMKC did not identify an ethnic category. Consequently, we excluded ethnicity in the logistic regression due to the limited reliability of this variable. A graphic presentation of the ethnic distribution is provided below. 8% 4% Figure 6: Population comparisons Ethnic mix differs Approximately 70% of the students at both institutions are white. The distribution of other groups is displayed below. 9% 3% African-American 4% 8% Hispanic Another difference in the two populations is that Regis students are more likely to be married. Approximately 59.6 percent of the students at Regis are married, compared with 49.8 percent at UMKC. Again, the proportion of married students is about the same in Fall 2000, suggesting that marital status is not a factor in persistence. Although Regis students are more likely to be married, the two populations do not differ widely in terms of having children in the home or in the proportion of single parents. About 48.0 percent of 5% 0% International 5% Asian 3% the Regis students have children, compared to 41.0 percent of UMKC students. Also, about 11.4 percent of the Regis students are single parents compared with 12.3 percent at UMKC. As with marital status, these proportions are consistent into Fall Another difference between the institutions is the amount of transfer credit. Although about 76.0 percent of the Regis students have some transfer credit compared to 66.0 percent at UMKC, 18.6 percent of the students at UMKC show more than 100 hours of credit. As a result, the average number of transfer credits at Regis is 34.1 compared to 54.7 at UMKC. We believe that this difference is largely due to recordkeeping practices: 1%.3% American Indian UMKC Regis UMKC records all prior credits, but Regis records only credits that are counted toward a degree. While this difference may skew the absolute figures, the data are probably adequate indicators of prior experience at both schools. The institutions also differ in the amount and type of tuition aid students receive. Students at Regis are more likely to have employer reimbursement, while students at UMKC are more likely to have financial aid or scholarships. Approximately 29.3 percent of students at Regis receive financial aid, and 2.3 percent have scholarships. At UMKC, 47.4 percent receive aid, and 17.2 percent have scholarships. On the other hand, 48.6 percent of the Regis students receive employer reimbursement compared with 26.5 percent at UMKC. To a large extent, financial aid is a significant factor in retention. At both institutions, students receiving financial aid were significantly more 18

February 2003 Report No. 03-17

February 2003 Report No. 03-17 February 2003 Report No. 03-17 Bright Futures Contributes to Improved College Preparation, Affordability, and Enrollment at a glance Since the Bright Futures program was created in 1997, Florida s high

More information

First-Generation College Students: How Co-Curricular Involvement Can Assist with Success. Valerie Garcia

First-Generation College Students: How Co-Curricular Involvement Can Assist with Success. Valerie Garcia 46 The Vermont Connection 2010 Volume 31 First-Generation College Students: How Co-Curricular Involvement Can Assist with Success Valerie Garcia First-generation college students are students whose parents

More information

Education, no. 97, Spring 2003, pp. 5-15.

Education, no. 97, Spring 2003, pp. 5-15. This chapter provides a research-based overview of accelerated learning as a program and educational format in higher education today. Source: New Directions for Adult and Continuing Education, no. 97,

More information

WORKING THEIR WAY THROUGH COLLEGE: STUDENT EMPLOYMENT AND ITS IMPACT ON THE COLLEGE EXPERIENCE

WORKING THEIR WAY THROUGH COLLEGE: STUDENT EMPLOYMENT AND ITS IMPACT ON THE COLLEGE EXPERIENCE Issue Brief May 2006 WORKING THEIR WAY THROUGH COLLEGE: STUDENT EMPLOYMENT AND ITS IMPACT ON THE COLLEGE EXPERIENCE During the 2003 04 academic year, 78 percent of undergraduates worked while they were

More information

Strategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System

Strategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System Strategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System Josipa Roksa Davis Jenkins Shanna Smith Jaggars Matthew

More information

STUDENT SATISFACTION SURVEY SUMMARY

STUDENT SATISFACTION SURVEY SUMMARY STUDENT SATISFACTION SURVEY SUMMARY SPRING 2010 INSTITUTIONAL RESEARCH & PLANNING PUTTING THE PIECES TOGETHER Student Satisfaction Survey Summary Spring 2010 1 Community College of Denver Spring 2010 Student

More information

The Nontraditional College Student Experience

The Nontraditional College Student Experience The Nontraditional College Student Experience Pamela Aronson, Ph.D. Associate Professor Department of Behavioral Sciences University of Michigan-Dearborn 4901 Evergreen Road Dearborn, MI 48128 (313) 593-5520

More information

Teaching in Accelerated Courses: The Faculty Perspective. By Carrie Johnson

Teaching in Accelerated Courses: The Faculty Perspective. By Carrie Johnson Teaching in Accelerated Courses: The Faculty Perspective By Carrie Johnson This study included interviews with 18 faculty members who teach both adult accelerated and traditional courses. Participants

More information

Research Report. Accelerated Learning. Phase 1 September 2003 to August 2004. Jerome Stiller, M.S. Research Associate. Published October 2005

Research Report. Accelerated Learning. Phase 1 September 2003 to August 2004. Jerome Stiller, M.S. Research Associate. Published October 2005 School for Professional Studies Center for the Study of Accelerated Learning Learners Becoming Leaders Research Report Accelerated Learning Online Research Project Phase 1 September 2003 to August 2004

More information

Factors Influencing a Learner s Decision to Drop-Out or Persist in Higher Education Distance Learning

Factors Influencing a Learner s Decision to Drop-Out or Persist in Higher Education Distance Learning Factors Influencing a Learner s Decision to Drop-Out or Persist in Higher Education Distance Learning Hannah Street Mississippi State University hstreet@aoce.msstate.edu Abstract Previous studies conducted

More information

Nebraska School Counseling State Evaluation

Nebraska School Counseling State Evaluation Nebraska School Counseling State Evaluation John Carey and Karen Harrington Center for School Counseling Outcome Research Spring 2010 RESEARCH S c h o o l o f E d u c a t i o n U n i v e r s i t y o f

More information

The University of Southern Mississippi College Portrait The University of Southern Mississippi Hattiesburg, MS 601.266.1000 http://www.usm.

The University of Southern Mississippi College Portrait The University of Southern Mississippi Hattiesburg, MS 601.266.1000 http://www.usm. Page 1 of 10 World-class academics with a personal touch a unique combination you won t find anywhere else! You can choose from over 90 different academic programs with opportunities for both undergraduate

More information

In the past two decades, the federal government has dramatically

In the past two decades, the federal government has dramatically Degree Attainment of Undergraduate Student Borrowers in Four-Year Institutions: A Multilevel Analysis By Dai Li Dai Li is a doctoral candidate in the Center for the Study of Higher Education at Pennsylvania

More information

! Of students graduating from Colorado high schools in 2000, 21.8 percent had Hispanic, Asian, Black or Native American parentage (Table 1).

! Of students graduating from Colorado high schools in 2000, 21.8 percent had Hispanic, Asian, Black or Native American parentage (Table 1). January 11, 2002 Page 1 of 19 TOPIC: STATEWIDE DIVERSITY REPORT PREPARED BY: MICHELLE DERBENWICK I. SUMMARY Under CCHE s Diversity Policy, the Commission annually monitors the state s progress toward access

More information

March 2004 Report No. 04-23

March 2004 Report No. 04-23 March 2004 Report No. 04-23 Most Bright Futures Scholars Perform Well and Remain Enrolled in College at a glance Bright Futures scholarship recipients perform well in college. Students who receive Bright

More information

Online Course Delivery - A Santa Barbara City College Perspective

Online Course Delivery - A Santa Barbara City College Perspective Online Course Delivery: A Santa Barbara City College Perspective Andreea M. Serban, Ed.D. Director of Institutional Assessment, Research and Planning Santa Barbara City College Pablo Buckelew Dean, Academic

More information

Barriers to Enrollment: High School Students Perceptions of What it Will Take to Go to College

Barriers to Enrollment: High School Students Perceptions of What it Will Take to Go to College Barriers to Enrollment: School Students Perceptions of What it Will Take to Go to College MiraCosta College Spring 2008 Prepared by: School Relations and Diversity Outreach Office & Institutional Research

More information

Project Focus. Component 1:

Project Focus. Component 1: Connect 25: Nontraditional Student Engagement at Six Public Tennessee Board of Regents Universities; where we are and where we need to go. Submitted by Cheryl Green, PhD Maxine Smith Fellow, 2014 Tennessee

More information

Characteristics of College Students Who Graduate with No Debt

Characteristics of College Students Who Graduate with No Debt Student Aid Policy Analysis Characteristics of College Students Who Graduate EXECUTIVE SUMMARY Mark Kantrowitz Publisher of Fastweb.com and FinAid.org August 24, 2011 About two fifths of undergraduate

More information

The Influence of a Summer Bridge Program on College Adjustment and Success: The Importance of Early Intervention and Creating a Sense of Community

The Influence of a Summer Bridge Program on College Adjustment and Success: The Importance of Early Intervention and Creating a Sense of Community The Influence of a Summer Bridge Program on College Adjustment and Success: The Importance of Early Intervention and Creating a Sense of Community Michele J. Hansen, Ph.D., Director of Assessment, University

More information

TRANSFER STUDENT APPLICATION

TRANSFER STUDENT APPLICATION TRANSFER STUDENT APPLICATION HOW TO APPLY TO WESLEYAN COLLEGE This application may be used by transfer students to apply for the undergraduate degree program at Wesleyan College. Applications are accepted

More information

Colorado Community College System SPRING 2010 STUDENT SURVEY SUMMARY

Colorado Community College System SPRING 2010 STUDENT SURVEY SUMMARY Colorado Community College System SPRING 2010 STUDENT SURVEY SUMMARY APRIL 2010 1 Colorado Community College System Spring 2010 Student Survey Summary In spring 2010, currently enrolled Colorado Community

More information

Succeeding Calumet Conference Center, Purdue University Calumet, Hammond, IN June 17, 2010

Succeeding Calumet Conference Center, Purdue University Calumet, Hammond, IN June 17, 2010 Post-Secondary Student Pathways in Northwest Indiana: Patterns of Enrollment Research findings from the Mobile Working Students Collaborative Desiree Zerquera & Jin Chen Project on Academic Success WORKING

More information

Utah Comprehensive Counseling and Guidance Program Evaluation Report

Utah Comprehensive Counseling and Guidance Program Evaluation Report Utah Comprehensive Counseling and Guidance Program Evaluation Report John Carey and Karen Harrington Center for School Counseling Outcome Research School of Education University of Massachusetts Amherst

More information

Life Stressors and Non-Cognitive Outcomes in Community Colleges for Mexican/Mexican American Men. Art Guaracha Jr. San Diego State University

Life Stressors and Non-Cognitive Outcomes in Community Colleges for Mexican/Mexican American Men. Art Guaracha Jr. San Diego State University Life Stressors and Non-Cognitive Outcomes in Community Colleges for Mexican/Mexican American Men Art Guaracha Jr. San Diego State University JP 3 Journal of Progressive Policy & Practice Volume 2 Issue

More information

Texas Higher Education Coordinating Board

Texas Higher Education Coordinating Board Texas Higher Education Coordinating Board Master s Universities Success Accountability Measures Introduction The Texas Higher Education Coordinating Board has organized the Master s Level Universities

More information

EXCHANGE. J. Luke Wood. Administration, Rehabilitation & Postsecondary Education, San Diego State University, San Diego, California, USA

EXCHANGE. J. Luke Wood. Administration, Rehabilitation & Postsecondary Education, San Diego State University, San Diego, California, USA Community College Journal of Research and Practice, 37: 333 338, 2013 Copyright# Taylor & Francis Group, LLC ISSN: 1066-8926 print=1521-0413 online DOI: 10.1080/10668926.2012.754733 EXCHANGE The Community

More information

A. General Information

A. General Information A0 Respondent Information (Not for Publication) A0 Name: Karen Hamby A0 Title: Director of Institutional Effectiveness A0 Office: Office of Institutional Effectiveness A0 Mailing Address: 800 Lakeshore

More information

Bowen, Chingos & McPherson, Crossing the Finish Line

Bowen, Chingos & McPherson, Crossing the Finish Line 1 Bowen, W. G., Chingos, M. M., and McPherson, M. S. (2009). Crossing the Finish Line: Completing College at America s Public Universities. Princeton, N.J.: Princeton University Press. The authors begin

More information

SUCCESS RATES FOR STUDENTS TAKING COMPRESSED AND REGULAR LENGTH DEVELOPMENTAL COURSES IN THE COMMUNITY COLLEGE

SUCCESS RATES FOR STUDENTS TAKING COMPRESSED AND REGULAR LENGTH DEVELOPMENTAL COURSES IN THE COMMUNITY COLLEGE Community College Journal of Research and Practice, 34: 39 54, 2010 Copyright # Taylor & Francis Group, LLC ISSN: 1066-8926 print=1521-0413 online DOI: 10.1080/10668920903385806 SUCCESS RATES FOR STUDENTS

More information

INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY. Name of Institution Dates/Year of the Onsite Visit

INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY. Name of Institution Dates/Year of the Onsite Visit INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY Name of Institution Dates/Year of the Onsite Visit Insert Name(s) of Unit Head/Author(s) NCATE IR Template for Continuing

More information

A Study of Career Patterns of the Presidents of Independent Colleges and Universities

A Study of Career Patterns of the Presidents of Independent Colleges and Universities A Study of Career Patterns of the Presidents of Independent Colleges and Universities Harold V. Hartley III Eric E. Godin A Study of Career Patterns of the Presidents of Independent Colleges and Universities

More information

Voluntary Accountability Report

Voluntary Accountability Report Mission Statement Student Characteristics TOTAL NUMBER OF STUDENTS 1,499 Voluntary Accountability Report The University of Pittsburgh at Bradford seeks to make high-quality academic programs and service

More information

Evaluation of Online Courses Fall 2000 to Fall 2001

Evaluation of Online Courses Fall 2000 to Fall 2001 Evaluation of Online Courses Fall 2000 to Fall 2001 Institutional Assessment, Research and Planning May 2002 Dr. Andreea M. Serban, Director Steven Fleming, Analyst Office Web Site http://www.sbcc.net/rt/ir/institutionalresearch.htm

More information

Accelerated Learning in Colleges and Universities

Accelerated Learning in Colleges and Universities 1 This chapter provides a research-based overview of accelerated learning as a program and educational format in higher education today. Accelerated Learning in Colleges and Universities Raymond J. Wlodkowski

More information

How To Find Out If A College Degree Is More Successful

How To Find Out If A College Degree Is More Successful Issue Brief October 2014 Dual-Credit/Dual-Enrollment Coursework and Long-Term College Success in Texas Justine Radunzel, Julie Noble, and Sue Wheeler This study was a cooperative effort of the Texas-ACT

More information

Evaluating the Georgia HOPE Scholarship Program

Evaluating the Georgia HOPE Scholarship Program Evaluating the Georgia HOPE Scholarship Program Impact on Students Attending Public Colleges and Universities Gary T. Henry and Daniel T. Bugler April 1997 Atlanta, Georgia Two years after starting college,

More information

As seen in the chart below, the enrollment in online Marketing classes continues to grow at Regis.

As seen in the chart below, the enrollment in online Marketing classes continues to grow at Regis. TEACHING: How we incorporated Jesuit Values into the online Marketing courses in the Regis University School for Professional Studies (SPS) Business program In December 2003, a group of 6 marketing faculty

More information

Michigan Technological University College Portrait. The Huskies Community. Carnegie Classification of Institutional Characteristics

Michigan Technological University College Portrait. The Huskies Community. Carnegie Classification of Institutional Characteristics Page 1 of 11 College Portrait Michigan Tech was founded in 1885 and today is a leading public research university developing new technologies and preparing students to create the future for a prosperous

More information

Urban vs. Rural: Summer. A Look at Indiana State Students from Urban and Rural Areas in Illinois using MAP Works Results

Urban vs. Rural: Summer. A Look at Indiana State Students from Urban and Rural Areas in Illinois using MAP Works Results Summer 2011 Urban vs. Rural: A Look at Indiana State Students from Urban and Rural Areas in Illinois using MAP Works Results Prepared by Christopher Childs Indiana State University During the 2010 2011

More information

Effective Practices at Community Colleges and Four- Year Institutions for Increasing Women in Information Technology (IT) Fields

Effective Practices at Community Colleges and Four- Year Institutions for Increasing Women in Information Technology (IT) Fields Effective Practices at Community Colleges and Four- Year Institutions for Increasing Women in Information Technology (IT) Fields Project Results and Overview Problem Statement and Project Goals Colorado

More information

Online and Hybrid Course Enrollment and Performance in Washington State Community and Technical Colleges

Online and Hybrid Course Enrollment and Performance in Washington State Community and Technical Colleges Online and Hybrid Course Enrollment and Performance in Washington State Community and Technical Colleges Di Xu and Shanna Smith Jaggars March 2011 CCRC Working Paper No. 31 Address correspondence to: Shanna

More information

The Condition of College & Career Readiness l 2011

The Condition of College & Career Readiness l 2011 The Condition of College & Career Readiness l 2011 ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areas

More information

Comparative Study of the Persistence and Academic Success of Florida Community College Student-Athletes and Non-Athlete Students: 2004 to 2007

Comparative Study of the Persistence and Academic Success of Florida Community College Student-Athletes and Non-Athlete Students: 2004 to 2007 Comparative Study of the Persistence and Academic Success of Florida Community College Student-Athletes and Non-Athlete Students: 2004 to 2007 David Horton Jr., Ph.D. AIR Dissertation Fellow (2008-2009)

More information

Co-Curricular Activities and Academic Performance -A Study of the Student Leadership Initiative Programs. Office of Institutional Research

Co-Curricular Activities and Academic Performance -A Study of the Student Leadership Initiative Programs. Office of Institutional Research Co-Curricular Activities and Academic Performance -A Study of the Student Leadership Initiative Programs Office of Institutional Research July 2014 Introduction The Leadership Initiative (LI) is a certificate

More information

TRANSFER AND ADULT APPLICATION FOR ADMISSION UNDERGRADUATE

TRANSFER AND ADULT APPLICATION FOR ADMISSION UNDERGRADUATE TRANSFER AND ADULT UNDERGRADUATE APPLICATION FOR ADMISSION Inside this Booklet What You Need to Know... 1 Application for Admission... 3 College Official Recommendation... 7 Professor Recommendation...

More information

Undergraduate Degree Completion by Age 25 to 29 for Those Who Enter College 1947 to 2002

Undergraduate Degree Completion by Age 25 to 29 for Those Who Enter College 1947 to 2002 Undergraduate Degree Completion by Age 25 to 29 for Those Who Enter College 1947 to 2002 About half of those who start higher education have completed a bachelor's degree by the ages of 25 to 29 years.

More information

Understanding Freshman Engineering Student Retention through a Survey

Understanding Freshman Engineering Student Retention through a Survey Understanding Freshman Engineering Student Retention through a Survey Dr. Mary R. Anderson-Rowland Arizona State University Session 3553 Abstract It is easier to retain a student than to recruit one. Yet,

More information

Examination of Four-Year Baccalaureate Completion Rates at Purdue University. April 2011. Enrollment Management Analysis and Reporting

Examination of Four-Year Baccalaureate Completion Rates at Purdue University. April 2011. Enrollment Management Analysis and Reporting Examination of Four-Year Baccalaureate Completion Rates at Purdue University April 2011 Enrollment Management Analysis and Reporting Student Analytical Research 0 Executive Summary Since 2000 the four-year

More information

Virginia s College and Career Readiness Initiative

Virginia s College and Career Readiness Initiative Virginia s College and Career Readiness Initiative In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL),

More information

Changes in the Demographic Characteristics of Texas High School Graduates. Key Findings

Changes in the Demographic Characteristics of Texas High School Graduates. Key Findings Changes in the Demographic Characteristics of Texas High School Graduates 2003 2009 Key Findings The number of Texas high school graduates increased by 26,166 students, an 11 percent increase from 2003

More information

National Center for Education Statistics

National Center for Education Statistics National Center for Education Statistics IPEDS Data Center Rensselaer Polytechnic Institute UnitID 194824 OPEID 00280300 Address 110 8th St, Troy, NY, 12180-3590 Web Address www.rpi.edu Institution Characteristics

More information

Women See Value and Benefits of College; Men Lag on Both Fronts, Survey Finds

Women See Value and Benefits of College; Men Lag on Both Fronts, Survey Finds Social & Demographic Trends Wednesday, August 17, 2011 Women See Value and Benefits of College; Men Lag on Both Fronts, Survey Finds Paul Taylor, Director Kim Parker, Associate Director Richard Fry, Senior

More information

RESULTS FROM HIGH SCHOOL EXIT SURVEYS 5/6/2015 SYSTEM PLANNING AND PERFORMANCE PORTLAND PUBLIC SCHOOLS HIGHLIGHTS

RESULTS FROM HIGH SCHOOL EXIT SURVEYS 5/6/2015 SYSTEM PLANNING AND PERFORMANCE PORTLAND PUBLIC SCHOOLS HIGHLIGHTS RESULTS FROM HIGH SCHOOL EXIT SURVEYS 5/6/2015 HIGHLIGHTS The majority of PPS high school seniors plan to graduate and to enroll in some type of higher education. Historically underserved racial groups

More information

How To Study The Academic Performance Of An Mba

How To Study The Academic Performance Of An Mba Proceedings of the Annual Meeting of the American Statistical Association, August 5-9, 2001 WORK EXPERIENCE: DETERMINANT OF MBA ACADEMIC SUCCESS? Andrew Braunstein, Iona College Hagan School of Business,

More information

What We Know About Online Course Outcomes

What We Know About Online Course Outcomes RESEARCH OVERVIEW / APRIL 2013 What We Know About Course Outcomes Higher Education Is Expanding Rapidly Since 2010, online college course enrollment has increased by 29 percent. Currently, 6.7 million

More information

How Students who Initially Enroll at a Four-Year Institution Utilize the Community College System

How Students who Initially Enroll at a Four-Year Institution Utilize the Community College System How Students who Initially Enroll at a Four-Year Institution Utilize the Community College System Eric Lichtenberger, Ph.D. Assistant Research Professor Illinois Education Research Council Sources of Data

More information

Why Do Students Withdraw From Courses?

Why Do Students Withdraw From Courses? Why Do Students Withdraw From Courses? Dr. Michelle Hall Director, Office of Institutional Research & Assessment Kenneth Smith Research Associate Donald Boeckman Research Associate Vinay Ramachandra Institutional

More information

University Statistics. Undergraduate Student Profile

University Statistics. Undergraduate Student Profile University Statistics Urban institution with 25,000 students Affiliation: Oregon University System Number of academic programs: 120+ Clubs and organizations: 280+ Academic calendar: quarter system Mission:

More information

National Center for Education Statistics

National Center for Education Statistics National Center for Education Statistics IPEDS Data Center Adrian College UnitID 168528 OPEID 00223400 Address 110 S Madison St, Adrian, MI, 49221-2575 Web Address www.adrian.edu Institution Characteristics

More information

Profile of Pell Grant Recipients Quick Reference Guide

Profile of Pell Grant Recipients Quick Reference Guide Profile of Recipients Family Income The average family adjusted gross income (AGI) for recipients is 123% of the poverty line (median 112%), compared with 395% of the poverty line for non-recipients. Adjusted

More information

Characteristics of Colorado s Online Students

Characteristics of Colorado s Online Students Characteristics of Colorado s Online Students By: Amanda Heiney, Dianne Lefly and Amy Anderson October 2012 Office of Online & Blended Learning 201 E. Colfax Ave., Denver, CO 80203 Phone: 303-866-6897

More information

Basics of Longitudinal Cohort Analysis

Basics of Longitudinal Cohort Analysis Achieving the Dream TM Community Colleges Count Basics of Longitudinal Cohort Analysis Principles and Practices of Student Success Rick Voorhees and John Lee Longitudinal cohort analysis is a powerful

More information

College Enrollment by Age 1950 to 2000

College Enrollment by Age 1950 to 2000 College Enrollment by Age 1950 to 2000 Colleges compete with the labor market and other adult endeavors for the time and attention of young people in a hurry to grow up. Gradually, young adults drift away

More information

How To Improve The Success Of The State Of Galeson

How To Improve The Success Of The State Of Galeson Clayton State Complete College Georgia Campus Plan: 2014 Status Update Report Institutional Mission and Student Body Profile Clayton State University, located 15 miles south of downtown Atlanta, serves

More information

Program Review List Logout How it works

Program Review List Logout How it works Program Review Submission Program Review List Logout How it works 2014-2015 Instructional Program Review Program Name: Sociology Program Contact: Mathur, Minu Academic Year: 2014-2015 Status: Submitted

More information

Florida Can Use Several Strategies to Encourage Students to Enroll in Areas of Critical Need

Florida Can Use Several Strategies to Encourage Students to Enroll in Areas of Critical Need February 2005 Report No. 05-09 Florida Can Use Several Strategies to Encourage Students to Enroll in Areas of Critical Need at a glance Florida is projected to face critical shortages of teachers and nurses

More information

Nursing Scholarship Program High School Seniors & College Nursing Program Applicants

Nursing Scholarship Program High School Seniors & College Nursing Program Applicants ALSO AVAILABLE ONLINE HTTP://WWW.HNEF.ORG Nursing Scholarship Program High School Seniors & College Nursing Program Applicants Thank you for your interest in the Healthcare and Nursing Nursing Scholarship

More information

Session S2H. Retention in Engineering and Where Students Go When They Leave Engineering RESULTS AND DISCUSSION

Session S2H. Retention in Engineering and Where Students Go When They Leave Engineering RESULTS AND DISCUSSION Gender Trends In Engineering Retention Maura Jenkins 1 and Robert G. Keim 2 Abstract We know that fewer women than men choose to begin college in an engineering major, but is there a difference in the

More information

The Broncho Community. Carnegie Classification of Institutional Characteristics

The Broncho Community. Carnegie Classification of Institutional Characteristics The prepares future leaders for success in an opportunity-rich environment, ideally located in the Oklahoma City metropolitan area. The offers an innovative learning community where teaching comes first

More information

Coastal Carolina University Catalog 2004/2005 ADMISSIONS

Coastal Carolina University Catalog 2004/2005 ADMISSIONS ADMISSIONS 25 ADMISSION INFORMATION The Office of Admissions is committed to marketing the University and attracting students who seek to attend a comprehensive liberal arts institution. As a team, we

More information

Student Engagement and Student Outcomes: Key Findings from CCSSE Validation Research

Student Engagement and Student Outcomes: Key Findings from CCSSE Validation Research Student Engagement and Student Outcomes: Key Findings from CCSSE Validation Research Kay McClenney, C. Nathan Marti, and Courtney Adkins The findings from 20 years of research on undergraduate education

More information

UWEP Utah Women and Education Project

UWEP Utah Women and Education Project Research and Policy Brief UWEP Utah Women and Education Project May 25, 2010 UWEP 2010-204 Women and Higher Education in Utah: A Glimpse at the Past and Present According to Lumina Foundation researchers,

More information

THE IMPACT OF DIFFERENT EARLY-COLLEGE / DUAL-ENROLLMENT PROGRAMS ON MINORITY STUDENT PERSISTENCE IN SCIENCE DISCIPLINES NANCY SHAPIRO AND DAVID MAY

THE IMPACT OF DIFFERENT EARLY-COLLEGE / DUAL-ENROLLMENT PROGRAMS ON MINORITY STUDENT PERSISTENCE IN SCIENCE DISCIPLINES NANCY SHAPIRO AND DAVID MAY THE IMPACT OF DIFFERENT EARLY-COLLEGE / DUAL-ENROLLMENT PROGRAMS ON MINORITY STUDENT PERSISTENCE IN SCIENCE DISCIPLINES NANCY SHAPIRO AND DAVID MAY OUTLINE 1. Introductions 2. Background 1. Minorities

More information

Great Expectations: A Review of Jackson State Community College s New Student Orientation and How it

Great Expectations: A Review of Jackson State Community College s New Student Orientation and How it Great Expectations: A Review of Jackson State Community College s New Student Orientation and How it Affects Academic Success of Under-Represented Minority Students Countance Anderson Jackson State Community

More information

Higher Education Policy Brief

Higher Education Policy Brief Higher Education Policy Brief Indiana s Twenty-first Century Scholars Program: A Look at Impact Contents High School Completion 2 History and Overview In 199, Indiana policymakers created a program to

More information

WHITTIER COLLEGE. Application for Admission Teacher Credential Program. Department of Education & Child Development

WHITTIER COLLEGE. Application for Admission Teacher Credential Program. Department of Education & Child Development WHITTIER COLLEGE Department of Education & Child Development Application for Admission Teacher Credential Program 13406 E. Philadelphia Street P.O. Box 634 Whittier, CA 90608 562-907- 4248 Fax: 562-464-

More information

Gallup-USA Funds Associate Degree Graduates Report

Gallup-USA Funds Associate Degree Graduates Report Gallup-USA Funds Associate Degree Graduates Report COPYRIGHT AND TRADEMARK STANDARDS This document contains proprietary research, copyrighted materials and literary property of Gallup, Inc. It is for your

More information

Persistence in University Continuing Education Online Classes

Persistence in University Continuing Education Online Classes International Review of Research in Open and Distance Learning Volume 8, Number 3. ISSN: 1492-3831 November 2007 Persistence in University Continuing Education Online Classes Jia University of California

More information

Breaking Down Barriers and Building Opportunities for Nontraditional Students Catherine Cash, MA, GCDF Coordinator of Advising Services Doctoral

Breaking Down Barriers and Building Opportunities for Nontraditional Students Catherine Cash, MA, GCDF Coordinator of Advising Services Doctoral Breaking Down Barriers and Building Opportunities for Nontraditional Students Catherine Cash, MA, GCDF Coordinator of Advising Services Doctoral Student, Higher Education Leadership University of Central

More information

California State University, Los Angeles College Portrait. The Cal State LA Community. Carnegie Classification of Institutional Characteristics

California State University, Los Angeles College Portrait. The Cal State LA Community. Carnegie Classification of Institutional Characteristics Page 1 of 8 College Cal State L.A. has been a dynamic force in the education of students, setting a record of outstanding academic achievement for more than 60 years within the California State University

More information

Idaho Colleges Find Success With Retention Strategies

Idaho Colleges Find Success With Retention Strategies FOR INFORMATION: Contact Jennie Sue Weltner jsweltner@jkaf.org 208-424-2640 Idaho Colleges Find Success With Retention Strategies Five Idaho colleges increased retention rates for non-traditional students

More information

bachelor s degree-granting institutions were located.

bachelor s degree-granting institutions were located. WEB Profile of 2007 08 2007-08 First-Time Bachelor s TABLES Degree Recipients U.S. DEPARTMENT OF EDUCATION in 2009 OCTOBER 2012 NCES 2013-150 These Web Tables provide wideranging information on the demographic

More information

2013 SAT Report on. College & Career readiness

2013 SAT Report on. College & Career readiness 2013 SAT Report on College & Career readiness EXECUTIVE SUMMARY The College Board s 2013 reveals that fewer than half of all SAT takers in the class of 2013 graduated from high school academically prepared

More information

The. business world. changing. Are you? APPLICATION FOR ADMISSION G R A D U A T E P R O G R A M S C O L L E G E O F B U S I N E S S

The. business world. changing. Are you? APPLICATION FOR ADMISSION G R A D U A T E P R O G R A M S C O L L E G E O F B U S I N E S S The business world is changing. Are you? APPLICATION FOR ADMISSION G R A D U A T E P R O G R A M S C O L L E G E O F B U S I N E S S WESTERN NEW ENGLAND UNIVERSITY COLLEGE OF BUSINESS Application/Financial

More information

UNH Graduate Education Department. Quarterly Assessment Report

UNH Graduate Education Department. Quarterly Assessment Report First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the

More information

What We Know About Developmental Education Outcomes

What We Know About Developmental Education Outcomes RESEARCH OVERVIEW / JANUARY 2014 What We Know About Developmental Education Outcomes What Is Developmental Education? Many recent high school graduates who enter community college are required to take

More information

Delaware College of Art and Design

Delaware College of Art and Design Delaware College of Art and Design FACT BOOK 2013-2014 June 2014 Updated September2014 Prepared by Office of Institutional Research & Assessment and Office of the Registrar Contents INTRODUCTION... 4 DCAD

More information

AFTER HIGH SCHOOL: A FIRST LOOK AT THE POSTSCHOOL EXPERIENCES OF YOUTH WITH DISABILITIES

AFTER HIGH SCHOOL: A FIRST LOOK AT THE POSTSCHOOL EXPERIENCES OF YOUTH WITH DISABILITIES April 2005 AFTER HIGH SCHOOL: A FIRST LOOK AT THE POSTSCHOOL EXPERIENCES OF YOUTH WITH DISABILITIES A Report from the National Longitudinal Transition Study-2 (NLTS2) Executive Summary Prepared for: Office

More information

were weighted to correct for variance in the likelihood of selection for a given case and to balance the sample to

were weighted to correct for variance in the likelihood of selection for a given case and to balance the sample to The following data come from two surveys. The first dataset comes from a representative survey of 656 human resources professionals (employers) from the Philadelphia, Los Angeles, Detroit and El Paso-Las

More information

Analysis of 2007 Project Graduate Survey:

Analysis of 2007 Project Graduate Survey: Analysis of 2007 Project Graduate Survey: Factors Influencing Intentions To Complete a Bachelor s Degree Dr. Dallas F. Kratzer II Workforce Leadership Program University of Louisville Background of the

More information

Education and Work after High School for the Classes of 2008 and 2009

Education and Work after High School for the Classes of 2008 and 2009 February January 2013 2012 Findings Factors from Associated the 2012 Senior with Surveys Education and Work after High School for the Classes of 2008 and 2009 Findings from the 2012 Senior Surveys Garry

More information

BACKGROUND INFORMATION ON COMMUNITY COLLEGES

BACKGROUND INFORMATION ON COMMUNITY COLLEGES NATIONAL CENTER ON EDUCATION AND THE ECONOMY C BACKGROUND INFORMATION ON COMMUNITY COLLEGES May 2013 Two and a half years ago, the National Center on Education and the Economy (NCEE) began a project to

More information

The Impact of Pell Grants on Academic Outcomes for Low-Income California Community College Students

The Impact of Pell Grants on Academic Outcomes for Low-Income California Community College Students Research Brief The Impact of Pell Grants on Academic Outcomes for Low-Income California Community College Students By Jennie H. Woo This is the fifth in a series of MPR Research Briefs published on the

More information

UCCSN Master Plan - Accountability Report 2004-05 1

UCCSN Master Plan - Accountability Report 2004-05 1 Accountability Report 2004-05 In April 2002, after several years of study, public dialogue, and internal deliberations, the University and Community College System of Nevada (UCCSN) Board of Regents approved

More information

Freshman Application for Admission

Freshman Application for Admission Freshman Application for Admission APPLICATION INSTRUCTIONS Applicants are encouraged to apply early in their senior year. Admission to Albright is on a rolling, non-binding basis. This means that applications

More information

FIRST-YEAR STUDENT APPLICATION

FIRST-YEAR STUDENT APPLICATION FIRST-YEAR STUDENT APPLICATION HOW TO APPLY TO WESLEYAN COLLEGE ADMISSION CHECKLIST Completed application for admission $30 application fee Secondary School Transcripts or G.E.D. Secondary School Counselor

More information

Massachusetts Community Colleges

Massachusetts Community Colleges Massachusetts Community Colleges CONTENTS Executive Summary... 1 The Massachusetts Community Colleges - Benefits to Students and the Commonwealth... 3 The Massachusetts Community Colleges - Benefits to

More information

IMPACT OF LEARNING COMMUNITIES IN DEVELOPMENTAL ENGLISH ON COMMUNITY COLLEGE STUDENT RETENTION AND PERSISTENCE

IMPACT OF LEARNING COMMUNITIES IN DEVELOPMENTAL ENGLISH ON COMMUNITY COLLEGE STUDENT RETENTION AND PERSISTENCE J. COLLEGE STUDENT RETENTION, Vol. 12(1) 7-24, 2010-2011 IMPACT OF LEARNING COMMUNITIES IN DEVELOPMENTAL ENGLISH ON COMMUNITY COLLEGE STUDENT RETENTION AND PERSISTENCE RANDALL A. BARNES San Diego City

More information

MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT

MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT This report covers the academic year 2010-2011 and includes activity during the summer of 2011 Outcomes The current mission is to prepare graduate social work

More information